Ellis Jeffrey J, McCreadie Scott R, McGregory Michael, Streetman Daniel S
Center for Medication Use, Policy, and Economics, College of Pharmacy, University of Michigan (UM), Ann Arbor, MI 48109-1065, USA.
Am J Health Syst Pharm. 2007 Oct 1;64(19):2055-63. doi: 10.2146/ajhp070063.
The effect of pharmacy practice residency training on subjectively and objectively assessed research knowledge, skills, and interests of residents was studied.
A preintervention versus post-intervention design was used. Residency year 2004- 05 residents were administered a validated Web-based survey at the beginning of residency and again at the end of residency. The survey collected resident responses to questions regarding resident and residency characteristics, subjective assessments of specific professional skills and research skills and knowledge, and objective assessments of basic research knowledge. For residents who completed beginning and end of residency surveys, results were linked when possible to allow for paired and unpaired statistical analyses.
Totals of 346 (33.2% response rate) and 222 (21.3% response rate) surveys were completed at the beginning and the end of the residency, respectively, with 129 respondents completing both. Statistically significant improvements were observed for the total and paired population in subjectively assessed research-related skills and abilities and general professional skills. Subjectively assessed understanding of specific statistical tests revealed a significant improvement. Total population analysis and paired population analysis revealed no changes in objectively assessed research-related knowledge from the beginning of the residency to the end of the residency.
Although there was improvement from the beginning to the end of residency in subjectively assessed research-related skills and abilities and in self-assessed understanding of most statistical tests, the end of residency objectively assessed research-related knowledge scores were unchanged. Residents' expectations that the residency would increase research knowledge, skills, and desire for research involvement were unmet. These results suggest that training based on residency program standards may not increase residents' interest or provide them with the skills necessary to participate in clinical research.
研究药学实践住院医师培训对住院医师主观和客观评估的研究知识、技能及兴趣的影响。
采用干预前与干预后设计。对2004 - 2005学年的住院医师在住院医师培训开始时和结束时分别进行一项经过验证的基于网络的调查。该调查收集住院医师对有关住院医师及住院医师培训特征、特定专业技能和研究技能及知识的主观评估，以及基础研究知识的客观评估的问题的回答。对于完成住院医师培训开始和结束时调查的住院医师，结果在可能的情况下进行关联，以便进行配对和非配对统计分析。
住院医师培训开始和结束时分别完成了346份（回复率33.2%）和222份（回复率21.3%）调查问卷，其中129名受访者完成了两份问卷。在主观评估的与研究相关的技能和能力以及一般专业技能方面，总体和配对人群均观察到有统计学意义的改善。对特定统计检验的主观评估理解有显著提高。总体人群分析和配对人群分析显示，从住院医师培训开始到结束，客观评估的与研究相关的知识没有变化。
尽管从住院医师培训开始到结束，在主观评估的与研究相关的技能和能力以及对大多数统计检验的自我评估理解方面有所改善，但住院医师培训结束时客观评估的与研究相关的知识得分没有变化。住院医师期望住院医师培训能增加研究知识、技能以及参与研究的意愿未得到满足。这些结果表明，基于住院医师培训项目标准的培训可能不会增加住院医师的兴趣，也无法为他们提供参与临床研究所需的技能。
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